Inclusive education infrastructure in schools teachers preparedness parental perspective

Abstract

The aim of the study was to examine the infrastructure facilities in schools for CWSNs, Teachers Preparedness, Parental Perspective and Peer Acceptance towards Inclusive Education. The sample consisted of Principals, Head Teachers, Special Education Teachers, Teachers (50), School Teachers (100), Parents of CWSNs (Class I to V) (40), Parents of other Students (Class I to V) (60), Children with Special Needs (Class IV to VI) (32) and Peers of CWSNs (Class IV to VI) (100) of purposively selected 20 Government Schools of Mohali. The results of quantitative analysis of infrastructure in schools showed that the infrastructure facilities for CWSNs in Government Schools of Mohali were satisfactory but there is a need for improvement in some of the parameters. However, CWSNs did not face any difficulty while operating any infrastructure facilities. The results of quantitative analysis of Teachers Preparedness towards Inclusive Education showed that there was significant difference in the preparedness of teachers for inclusive education in relation to Gender. Force Field Analysis was used to analyze the favourable and unfavourable factors that prepare the teachers for inclusive education. Independent sample t-test between the Parents of CWSNs and Parents of other students for variable Parental Perspective towards Inclusive Education shows that there was no difference between the perspective of parents of CWSNs and parents of other students towards Inclusive Education. The results of the two-tailed independent t-test between disabled and non-disabled peers show that there was a significant difference in the acceptance of disabled peers towards non-disabled peers and vice versa. The indicators of peer acceptance are collaborative learning, spending free time with peers, sharing resources, protecting peers from teasing, participating in CCAs with peers, and likes to play with peers. newline